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Understanding global environmental policies addresses the aim of educating individuals to become environmentally literate on pertinent issues related to sustainable development. Online classes were established recently in most public universities in Vietnam to address the educational backlash brought by the COVID-19 pandemic crisis. This case study was conducted to serve as baseline information on the effectiveness of using online platforms to teach environmental policies among undergraduate Environmental Science and Management students. The qualitative-quantitative responses elicited from semi-structured interviews, online classroom observation, and survey of 11 Filipino and 8 Vietnamese students have confirmed the role of learner-instructor, learner-learner, and learner-content interactions in creating an impactful online experience from students usually stereotyped as passive learners. In spite of some technical and physical challenges identified in this study, utilizing online platforms have positively helped undergraduate students to raise their personal environmental knowledge related to many global environmental policies and environmental consciousness towards building a more sustainable future. Hence, synchronous online learning is a pedagogy that can be adapted by most Vietnamese educators.

pedagogical research

Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort